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Transcript of KELLER GRADUATE SCHOOL OF MANAGEMENT HUMAN SYNERGISTICS Inc. HIGHER EDUCATION TEACHING & LEARNING...
Changing Organizational
Culture in
Higher Education
KELLER GRADUATE SCHOOL OF
MANAGEMENT
HUMAN SYNERGISTICS Inc.
HIGHER EDUCATION TEACHING & LEARNING
Rana ZEINE, MD, PhDCheryl BOGLARSKY, PhDPatrick BLESSINGER, MSMichael HAMLET, PhD
12 CULTURAL STYLES CONSTRUCTIVE
•Achievement•Self-Actualizing•Humanistic –
Encouraging•Affiliative
DEFENSIVE
PASSIVE•Approval•Conventional•Dependent•Avoidance
AGGRESSIVE•Oppositional•Power•Competitive•Perfectionistic
From Organizational Culture Inventory by Robert A. Cooke and J. Clayton Lafferty, 1987, Plymouth, MI: Human Synergistics International. Copyright © 1987, 2011 by Human Synergistics, Inc.
ORGANIZATIONAL CULTURE INVENTORY® CIRCUMPLEX
Research & Development by
Cooke & Lafferty, Copyright © 1973-
2011 by Human Synergistics
International. All rights reserved.
PEOPLE ORIENTED
TASK ORIENTED
SATISFACTION NEEDS
SECURITY NEEDS
OCI measures
(1) BEHAVIORAL NORMS members understand are EXPECTED of them to “FIT IN” and meet expectations in their current position at their organization
(2) OUTCOMES: Individual, Group & Organizational
OCI vs.
OCI-
Idea
l
OCI-IDEAL “DESIRED state”
cultural benchmark: asks members to indicate
the extent to which behavioral norms SHOULD
(in their opinion) be expected in order to maximize their
organization’s effectiveness
CONSTRUCTIVE STYLESConstructive Cultures encourage members to • interact with people and • approach tasks in ways that will help them to meet their higher-order satisfaction needs for • affiliation, • esteem and• self-actualization
Encourage communication, cooperation, flexibility, consultation, coordination
ACHIEVEMENT CULTURE11:00• Do things well • Value members who set and
accomplish their own goals. • Members are expected to set
challenging but realistic goals, establish plans to reach these goals, and pursue them with enthusiasm.
(Pursue a standard of excellence; Openly show enthusiasm)
• Effective organizations• Problems are solved appropriately• Clients and customers are served
well, • Healthy orientation
SELF-ACTUALIZATION CULTURE 12:00
• Value creativity and quality over quantity
• Value both task accomplishment and individual growth
• Members are encouraged to gain enjoyment from their work, develop themselves, and take on new and interesting activities.
(Think in unique and independent ways;
Do even simple tasks well)• Innovative organizations• Offer high-quality products and/or
services, • Attract and develop outstanding
employees
HUMANISTIC-ENCOURAGING CULTURE 1:00• Managed in a participative way
• Person-centered• Members are expected to be
supportive, constructive and open to influence in their dealings with one another.
(Help others to grow and develop; Take time with people)
• Effective organizational performance • Providing for the growth and active
involvement of members • High satisfaction and commitment of
members
AFFILIATIVE CULTURE 2:00• Place a high priority on constructive
interpersonal relationships• Members are expected to be friendly,
open, and sensitive to the satisfaction of their work group.
(Deal with others in a friendly, pleasant way;
Share feelings and thoughts)• Enhance organizational performance • Promoting open communication, good
cooperation, and the effective coordination of activities.
• Members are loyal to their work groups and feel they “fit in” comfortably.
PASSIVE / DEFENSIVE STYLES
Passive/Defensive Cultures are those in which members believe they must
• interact with people in ways that will not threaten their own security
• conflicts are primarily resolved by either accommodation or withdrawal
• consequences include unresolved conflicts, de-motivation, work avoidance and high turnover
APPROVAL CULTURE 3:00• Conflicts are avoided• Interpersonal relationships are
pleasant – at least superficially• Members feel that they should agree with others (Go along with
others) gain the approval of others be liked by others (Be liked by
everyone)• Can limit organizational
effectiveness • Minimize constructive “differing”• Inhibit the expression of ideas and
opinions
CONVENTIONAL CULTURE 4:00
• Conservative, Traditional• Bureaucratically controlled• Members are expected to conform • Follow the rules• Make a good impression
(Always follow policies; Fit into the “mold”)
• Can interfere with effectiveness • Suppressing innovation • Preventing the organization from
adapting to changes in its environment
DEPENDENT CULTURE 5:00• Hierarchically controlled• Non-participative • Do not empower their members• Centralized decision making • Members do only what they are
told • Clear all decisions with superiors
(Please those in positions of authority;
Do what is expected)• Poor performance • Lack of individual initiative,
spontaneity, flexibility, and timely decision making
AVOIDANCE CULTURE 6:00• Fail to reward success • Punish mistakes• Negative reward system • Members shift responsibilities to
others • Avoid any possibility of being
blamed for a mistake
(Wait for others to act first;
Take few chances)• Survival of the organization is in
question• Members are unwilling to make
decisions, take action, or accept risks
AGGRESSIVE / DEFENSIVE STYLES
Aggressive/Defensive Cultures expect members to
• approach tasks in forceful ways to protect their status and security
• value confrontation, criticism, coercion and overconfidence
• consequences include insecurity, disempowerment, disrespect, and punishment
OPPOSITIONAL CULTURE 7:00• Confrontation prevails
• Negativism is rewarded• Members gain status and influence
by being critical • Reinforced to oppose the ideas of
others (Point out flaws;
Be hard to impress)• Make safe (but ineffectual)
decisions• Can lead to unnecessary conflict,
poor group problem solving and “watered-down” solutions to problems
POWER CULTURE 8:00• Non-participative • Organization structured on the
basis of the authority inherent in members’ positions
• Members believe they will be rewarded for taking charge and controlling subordinates
• Responsive to the demands of superiors
(Build up one’s power base; Demand loyalty)
• Power-oriented • Less effective than members think • Subordinates resist control, hold
back information, and reduce their contributions to the minimal acceptable level.
COMPETITIVE CULTURE 9:00• Winning is valued • Members are rewarded for out-
performing one another• Members operate in a “win-lose”
framework• Believe they must work against
(rather than with) their peers to be noticed
(Turn the job into a contest; Never appear to lose)
• Can inhibit effectiveness by reducing cooperation and promoting unrealistic standards of performance that are either too high or too low.
PERFECTIONISTIC CULTURE 10:00• Perfectionism, persistence,
and hard work are valued• Members feel they must avoid
any mistakes, keep track of everything, and work long hours to attain narrowly-defined objectives
(Do things perfectly;
Keep on top of everything)• Can lead members to lose
sight of the goal, get lost in detail, and develop symptoms of strain
“HIG
H
RELIA
BIL
ITY”
ORG
AN
IZATIO
NS
• Military• Nuclear Plant
• Emergency Medical• “life and death”
nature of operations
Constructive norms are desired and important for success because they help people to understand the reasons why orders need to be followed, and the benefits of faithfully implementing best practices in performing critical duties.
CURRENT CULTURE IDEAL CULTURE
Research & Development by Cooke & Lafferty, Copyright © 1973-2011 by Human Synergistics International. All rights reserved.
Zeine, Boglarsky, Blessinger & Hamlet (2011). Ch.3 In Kazeroony (Ed.), The Strategic Management of Higher Education Institutions: Serving Students as Customers for Institutional Growth. Business Expert Press, Williston, VT.
OCI® RESULTS
N=63 N=33
Organization Level
OCI Ideal
Faculty/Professor 40% 45%Director 24% 12%Department Chair 6% 6%Associate. Dean 6% 6%Dean 11% 9%Provost/Dean AA 2% 3%nd* 11% 18%
Education OCI Ideal
Bachelor’s degree 2% 3%Master’s degree 21% 15%Doctorate degree 52% 58%MD 2% 3%MD/PhD 19% 18%Other 2% -nd* 3% 3%
Yrs @ Organization
OCI Ideal
Less than 6 mo 5% 6%6 months to 1 yr 3% 0%1 to 2 years 16% 18%2 to 4 years 17% 24%4 to 6 years 6% 9%6 to 10 years 13% 18%10 to 15 years 13% 9%More than 15 yrs 22% 15%nd* 5% -
Institutional Type
OCI Ideal
For-profit, Public 17% 12%For- profit, Private 21% 24%Not-for-profit, Public 38% 33%Not-for-profit, Private 16% 18%nd* 8% 12%
Zeine et al. 2011
GAP ANALYSIS FOR CULTURE STYLES IN HEds
STYLEPERCENTILE SCORE
CLUSTERIDEAL CURRENT GAP
HUMANISTIC-
ENCOURAGING98
73 -25CONSTRUCTIVE
ACHIEVEMENT 9867 -31
CONSTRUCTIVE
SELF-ACTUALIZING 9861 -37
CONSTRUCTIVE
AFFILIATIVE 9255 -37
CONSTRUCTIVE
OPPOSITIONAL 5767 10
AGGRESSIVE/DEFENSIVE
COMPETITIVE 3163 32
AGGRESSIVE/DEFENSIVE
PERFECTIONISTIC 2352 29
AGGRESSIVE/DEFENSIVE
POWER 2350 27
AGGRESSIVE/DEFENSIVE
AVOIDANCE 1559 44
PASSIVE/DEFENSIVE
DEPENDENT 1455 41
PASSIVE/DEFENSIVE
CONVENTIONAL 1054 44
PASSIVE/DEFENSIVE
APPROVAL 955 46
PASSIVE/DEFENSIVE
Individual Outcomes
Motivation, Performance, Satisfaction, Stress
Group Outcomes
Teamwork, Inter-Unit Coordination,
Unit-level Quality
Organizational Outcomes
Organizational-level Quality
Customer Service Quality
External Adaptibility
Cooke, 1987
ORGANIZATIONAL OUTCOMES
SUBCULTURES CURRENT
IDEAL OCI®
NON-PROFIT
FOR-PROFIT
N=34
N=24
N=17
N=12
SUBCULTURES in HIGHER EDUCATION
ACADEMIC STAFF
Differentiation• Different Priorities &
InterestsIndividualism• Independence, Autonomy,
Individual GoalsFragmentation• Lack of Interaction &
UnderstandingInteraction • Collegiality, Interpersonal
Dynamics
ADMINISTRATORS
• Different Stakeholders & Work Styles
• ‘ I ’ Emphasis & Anarchy
• Bureaucracies & Skepticism
• Professionalism & Open Dialogue
Interviews (n=18) about Perceptions(1) Professional, (2) Differential, (3) Fragmentary RELATIONSHIPSKuo, 2009. J. Higher Education Policy & Management. 31(1):43-
54
Akinyele, S.T. (2010). Customers: Identifying the Needs in Higher Education. Educational Research, 1(7), 210-218.
Halbesleben, J.R.B., Becker, J.A.H. and Buckley, M.R. (2003).
Considering the Labor Contributions of Students: An Alternative to the Student-as-Customer Metaphor. Journal of Education for Business, May-June, pp. 255-257.
Obermiller, C., Fleenor, P. and Raven, P. (2005).
Students as Customers or Products: Perceptions and Preferences of Faculty and Students. Marketing Education Review, 15(2), 27-36.
Pitman, T. (2000). Perceptions of Academics and Students as Customers: a Survey of Administrative Staff in Higher Education. Journal of Higher Education Policy and Management, 22(2), 165-175.
1) Use belief systems (vision, mission, core values) and performance measures to strike an effective balance between creativity and control. Become living symbols of the newly minted organizational culture and assist executives to fulfill this requirement by providing training and appropriate feedback systems.2) Plan for, create and celebrate progress and work accomplishments.3) Enlist people: highly talented, intelligent, energetic,
tenacious, committed to placing the interests of the organization above their own self-interests.4) Empower change enthusiasts with communication and consultation skills.5) Establish effective conflict resolution processes.6) Convey a sense of urgency by increasing awareness of the need for change.
LEADING CHANGE
7) Identify, replace or eliminate rules and policies (i.e. compensation, performance-appraisal systems, organizational priorities) that are incompatible
with the new vision. Implement open-door policy.8) Ensure inclusive involvement and participation in shaping the transformative process. 9) Build trust by disseminating information to people in all roles and at all levels throughout the organization.10) Inspire imagination and creativity by safeguarding
freedoms, encouraging risk-taking and protecting research time.11) Search constantly for newer and better ways.12) Developing a shared vision and ensuring congruency of action.13) Supporting one another, working together, encourage open-mindedness, innovation, problem-solving.
LEADING CHANGE
1) Employment security, or employment opportunity alternatives (externships, internships, work-study, career development and placement services) 2) Selective hiring, or selective admission alternatives3) Self-managed teams and decentralization of decision making, or participative cultural alternatives (feedback, communication, consultation)4) Comparatively high compensation contingent on
organizational performance, or academic support alternatives (grants, fellowships, scholarships)5) Extensive training including leadership, management and communication skills6) Reduced status distinctions and barriers7) Extensive sharing of financial and performance
information throughout the organization
Seven Practices of High Performing Organizations
Pfeffer (1998). In The Human Equation: Building Profits by Putting People First Boston, MA Harvard Business School Press.
1) Ensure that all members are given the opportunity to work to their full potential2) Balance expectations for taking initiative and thinking independently with those for consensus, power sharing3) Expect participation without domination4) Elicit unique perspectives and concerns while working towards agreement5) Value quality over quantity6) Value creativity over conformity7) Judge effectiveness at the system level rather than the component level8) Practice empowerment and transformational leadership which are prescriptive (guide and direct) rather than restrictive (constrain and prohibit) practices
CULTIVATING CONSTRUCTIVE CULTURES
9) Adopt approaches for continuous, system-wide, improvements including problem solving,
strategic planning, innovation, and benchmarking10) Inspire innovation by allowing people to express
themselves, experiment and learn from mistakes11) Increase accomplishments by encouraging people to set challenging goals, and by providing them with necessary resources12) Cultivate mentors by investing in training and
development, and by providing opportunities for expansion13) Enhance cooperation by letting people communicate, get to know one another, contribute, share ideas14) Inculcate humanistic values of mutual encouragement and support
CULTIVATING CONSTRUCTIVE CULTURES
15) Develop organizational mechanisms to collect and respond to feedback, implement good suggestions16) Remember that education institutions are “Learning Organizations” which emphasize creativity, individual development and systems thinking17) Treat all members of the organization with respect and dignity18) Provide equitable pathways for advancement (or alternative opportunities for placement elsewhere)
CULTIVATING CONSTRUCTIVE CULTURES
Zeine et al. 2011